Parents’ Coffee Morning Year 4 Parents’ Coffee Morning Mathematics Autumn Term 2016

This morning we will… Look at the Year 4 Maths curriculum objectives Discuss strategies and methods used in line with our calculation policy Look at some useful resources for improving your child’s understanding of Maths

Assessment Descriptors We use the terms ‘EMERGING’, ‘EXPECTED’ and ‘EXCEEDING’ to describe your child’s attainment against the expected standard for their year group. Emerging – means your child is working towards the expected standard for their year group Expected – means your child is working at the expected standard for their year group Exceeding – means your child is working at greater depth within the standard for their year group

Maths Curriculum The maths curriculum is taught three times over the course of the Year. This is a progressive curriculum. We devise our own medium term plans so the order in which we teach the objectives and domains may be different in other year groups. All children are taught the same objectives, however the methods which are used to teach these objectives may be different in order to meet the needs of all children.

Maths Mastery Mastery does NOT mean a child is working at greater depth. The mastery curriculum enables ALL children to access the same curriculum enhancing understanding and enjoyment of maths. Children can demonstrate their understanding of certain maths topics through completing mastery challenges which enable children to apply their knowledge, provide reasoning for their answers and explain using mathematical vocabulary. Hand out examples of mastery challenegs

The national curriculum for mathematics aims to ensure that all pupils:  become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.  reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language  can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. DISCUSS IMPORTANCE OF CHILDREN HAVING A GREATER DEPTH OF UNDERSTANDING AND BEING ABLE TO REASON

Year 4 Objectives Explain how tracking document is used and hand out Year 4 performance indicators

Why so many methods? Children are entitled to be taught and to acquire secure mental methods and efficient written methods of calculation for each operation which they know they can rely on when mental methods are not appropriate. We teach them a range so they can choose the one they prefer and proves most accurate for them.

Manipulatives A manipulative is a hands on practical apparatus used to teach mathematics. Explain how we are using them in school

Addition

Subtraction

Multiplication

Multiplication

Division

Division

Division

Problem Solving HANDOUT RELEVANT PAGES FROM CALCULATION POLICY

https://uk.ixl.com/math/year-4 Useful websites in order to further your child’s understanding of Maths: https://uk.ixl.com/math/year-4 http://www.bbc.co.uk/bitesize/ks2/maths/ https://www.mymaths.co.uk/ Any questions?